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other aspects of schooling, such as ways of teaching and learning, and interactions within and out ofthe classroom’.Inclusive, gender-responsive learning environments need well-trained teachers who are aware of howtheir own attitudes and preconceptions about gender can affect their teaching; who take steps toprevent gender bias and gender-based discrimination in their teaching and in their classrooms; andwho are supported in using different approaches and strategies to engage all children positively andeffectively in lessons.This training package therefore aims at supporting primarily teachers in a creating classroomenvironment that is gender-responsive. However, the package is also useful for other educationstakeholders whose main role includes monitoring and evaluating teaching and learning process.How to use this guide?The GRP Training Package is intended for use by primary and secondary school teachers, technical andvocational schools, school leaders and other officials. The package will mainly be used as a referencedocument for teachers in preparation of competence-based lesson plans and delivery of lessons. Whatmakes this package exciting as a resource is in how it can be used to help all education stakeholdersmeet competence-based curriculum requirements in terms of gender-responsive pedagogy. It isdesigned to provide users with a clear understanding of key concepts related to gender and gender-NATIONAL GENDER-RESPONSIVE TEACHER TRAINING PACKAGE 4

UNICEF Rwanda/2017/Bellresponsive pedagogy, as well as monitoring and evaluation.The package is designed to support the implementation syllabus (curriculum) developed by the RwandaEducation Board for each subject. Users will go through Sections 1 and 2 to familiarize themselveswith the concept of gender-responsive pedagogy; and then section 3 focuses on teaching techniquesand learning activities to achieve a specific instructional objective in terms of gender-responsivepedagogy. Sections 4 and 5 provide guiding tools in creating a school environment and monitoringclassroom that are gender-responsive. Reflective activities starting each section allow participantsto reflect on their own schools, classroom practices, and/or national policies with regard to genderresponsive pedagogy. During the training, the trainer may use reflective activities to enhance theactive participation of trainees.NATIONAL GENDER-RESPONSIVE TEACHER TRAINING PACKAGE 5

UNICEF Rwanda/2015/RandazzoSECTION 2: KEY CONCEPTSRELATED TO GENDER ANDEDUCATIONNATIONAL GENDER-RESPONSIVE TEACHER TRAINING PACKAGE 6

Women and girls represent more than half of the world’s population, yet gender inequality is oftenwitnessed and persists all over the world. It is fair to say it hinders development in general. Regardlessof where you live, gender equality is a fundamental human right. Advancing gender equality is criticalto all areas of national development policies such as health, labour, education as well as the wellbeing of women and men (UN, 2016)The international discourse emphasizes equal access to quality education for all children as animportant part of achieving sustainable development for most countries. As many countries are tryingto meet the goals of access to education, the international debate is now focusing on the equity forboys and girls and improving education (Michelle, 2015). This section will enable users to have asound understanding of gender and education-related concepts.Learning outcomes To have a sound understanding of gender concepts; To explore the relationship between gender and education; and To be able to reflect on how to apply gender concepts to learning processes.Reflective activitiesActivity 1Use matching game: Create group of 2/3 match game on gender concepts: Instructions: For each term,find the matching definition. It is best to complete this exercise in groups of two or three – whetherface to face or individually. UNICEF Rwanda/2015/RandazzoNATIONAL GENDER-RESPONSIVE TEACHER TRAINING PACKAGE 7

TermsDefinitions1. GenderAPreference given to some people based on their sex2. Gender analysisBConsidering and responding to the different needs of men/boys and women/girls3. Gender awarenessCLooks at how access to and control over resources are different between girls/women and boys/men4.Gender discrimination DCharacteristics, attitudes or behaviours that are expected of girls/women orboys/men5. Gender equityEPositive or negative generalizations about the roles, attributes and behavioursof girls/women or boys/men6. Gender responsiveFUnwanted conduct of a sexual nature7. Gender stereotypeGWork in and around the household that usually does not generate monetaryincome8.PracticalneedsHBoys/men and girls/women having equal access to educationIAny work that generates goods or services to meet economic or subsistenceneeds10. Reproductive workJKnowing there are socially and culturally determined differences betweenwomen and men11. Sexual harassmentKBasic survival needs, such as food, water and shelter12. StrategicinterestsLRoot causes of social, economic and political inequality between gendersgender9. Productive workgenderActivity 2: Construction of genderWrite ‘S’ for biological and ‘G’ for gender for statements you consider appropriate.1.Women give birth to babies; men do not.2. Girls are gentle; boys are rough.3. Doctors are men; nurses are women.4. Boys don’t cry.5. Boys are good at math and science and girls are good at language and history.6. When one thinks of an engineer, one hardly ever thinks of a woman.7.Women work two thirds of the world’s working hours, produce half of the world’s food and yet earn only 10%of the world’s income and own less than 1% of the world’s property.8. Boys’ voices break at puberty; girls’ do not.9. A girl is expected to return home early while a boy can comfortably have a night out with his friends.10. Kindergarten teachers should be women; men are not good at taking care of young children.NATIONAL GENDER-RESPONSIVE TEACHER TRAINING PACKAGE 8

Activity: 3The purpose of this activity is to identify someexamples of how social, cultural, economicand political contexts can affect boys and girlsdifferently in an education setting. What do you understand by ‘sociallyconstructed’? What socially constructed variables areimportant to consider in your school? Should biological differences matterwhile defining social roles andresponsibilities? If girls fair (perform) better than boysin academics, why do we have poorerliteracy rates for girls and women? Why should boys be given so-called‘masculine’ tasks and girls ‘femininetasks’? If the women around the world constituteapproximately half of the population andtheir participation in all spheres includingworkforce is more than that, why dothey own less than one tenth of the totalwealth? Give examples of how social, cultural,economic and political contexts can affectboys and girls differently.Definition of selected gender and educationconceptsTo equip the reader with some gender basicsin the context of gender-responsive teachertraining, below is a glossary of selected genderand education-related concepts and terms. Thedefinitions for this document were borrowedfrom different sources that include Frei andLeowinata (2014), Pilcher and Whelehan (2004),University of Rwanda Gender Policy (2016) andChristodoulou (2005).socially constructed roles, behaviours, activitiesand attributes that a given society considersappropriate for men and women. Sex refers tothe biological and physiological characteristicsthat define men and women. It is defined as theanatomical and physiological characteristics thatsignify the biological maleness and femalenessof an individual.Gender sensitivity means the ability to recognizeand/or the recognition of gender equity andequality issues.Gender equity is the process of being fair towomen and men. To ensure fairness, measuresmust be taken to compensate for historical andsocial disadvantages that prevent women andmen from operating on a level playing field.Gender equality refers to the elimination of allforms of discrimination so that all girls and boysand /or women and men have equal opportunitiesand benefits. In terms of education, it is beyondthe equal participation of boys and girls – i.e., italso includes performances as well as creatinggender-responsive institutional arrangement.Gender responsive refers to planning and carryingout programmes, policies or activities in waysthat consider the different needs of men/boysand women/girls and involve them in decisionmaking, participation and opportunities. Thisusually requires developing specific actions tobring about more equitable gender relationships,and it may require clearly targeted budgetallocations.Gender awareness refers to an understandingthat there are socially and culturally determineddifferences between women/girls and men/boysbased on learned behaviours which affect theirability to access and control resources.Selected gender conceptsGender blindness is the failure to recognize andaddress the different needs and interests of malesand females.Gender versus sex: Gender refers to theGendered language is commonly understood asa language that has a bias towards a particularNATIONAL GENDER-RESPONSIVE TEACHER TRAINING PACKAGE 9

sex or social gender. In English, this wouldinclude using gender-specific terms referring toprofessions or people, or using the masculinepronouns (he, him and his) to refer to people ingeneral.Gender mainstreaming is the process ofincorporating a gender perspective into policies,strategies, programmes, project activities andadministrative functions, as well as into theinstitutional culture of an organization.Gender analysis is a methodology that both: Describes existing gender relationsin a particular environment, rangingfrom within households or firms toa larger scale of community, ethnicgroup or nation. It involves collectingand analysing sex-disaggregated dataand other qualitative and quantitativeinformation. Organizes and interprets, in a systematicway, information about gender relationsto make clear the importance of genderdifferences for achieving developmentobjectives.Sex-disaggregated data refer to information thatis collected separately on men and women orboys and girls. These data can be used to look athow girls and women are faring compared withboys and men, rather than only using data thatlump them together.Gender assessment examines how a programmeor project addresses and responds to genderdisparities and inequalities through its objectives,activities and policies.Gender needs are an acknowledgement that girls/women and boys/men often have different needs.These include basic needs or survival needs thatrelate to inadequacies in living and workingconditions, such as toilet facilities, food, water,housing, clothing and health care. These needscan be classified as either strategic or tunities and rights to individuals on thebasis of their sex.Gender bias refers to unequal treatment ofpersons in relation to opportunities, expectationsand more based on their sex.Gender based violence is violence derived fromgender norms and roles as well as from unequalpower relations between women and men.Violence is specifically targeted against a personbecause of his or her gender, and it affectswomen disproportionately. It includes, but is notlimited to, physical, sexual and psychologicalharm (including intimidation, suffering, coercionand/or deprivation of liberty within the family orwithin the general community).Sexual harassment is the unwanted conduct ofa sexual nature affecting the safety or dignityof women, men, boys or girls, including theconduct of superiors and peers. In addition to aforced sexual act, sexual harassment includesabusive language and gestures, sexual advances,touching and groping, passing unwanted notes,and character assassination through graffiti orgossip.Gender roles are defined as the social rolesthat a person is expected to fulfill based onhis or her gender. These vary among differentsocieties and cultures, classes, ages and duringdifferent periods in history. Gender specific rolesand responsibilities are often conditioned byhousehold structure, access to resources, specificimpacts of the global economy, and other locallyrelevant factors such as ecological conditions.Social construction is a process through whicha given community assigns, institutionalizes andlegitimizes gender roles and relations.Gender empowerment refers to the expansion ofpeople’s capacity to make and act upon decisions(agency) and to transform those decisions intodesired outcomes, affecting all aspects of theirlives. It entails overcoming socio-economic andother gender inequalities in a context where thisability was previously denied.NATIONAL GENDER-RESPONSIVE TEACHER TRAINING PACKAGE 10

Gender-transformative is where both men andwomen are helped as more gender-equitablerelationships are promoted. A transformativeapproach identifies ways of engaging menand women to examine, question and changeinstitutions and norms that perpetuateinequalities.Patriarchy literally means rule by the male headof a social unit (for example, a family or tribe).Thepatriarch, typically a societal elder, has legitimatepower over others in the social unit, includingother (especially younger) men, all women andchildren.Gender stereotypes are ideas that people haveon masculinity and femininity: what men andwomen of all generations should be like and arecapable of doing (e.g., girls should be obedient,are allowed to cry, and boys are expected to bebrave and not cry, women are better housekeepersand men are better with machines, or boys arebetter at mathematics and girls are more suitedto nursing).Femininity refers to a set of attributes, behavioursand roles generally associated with girls andwomen. Stereotypical characteristics: emotional,dependent, sensitive, passive and nurturing.Masculinity refers to possessing qualities orcharacteristics considered typical of or appropriateto a man. Stereotypical characteristics: strong,unemotional, competitive, aggressive and selfconfident. Masculinity can be practiced by eithermen or women.Men/boys engagement refers to a programmaticapproach that involves men and boys as clientsand beneficiaries, partners and agents of changein actively promoting gender equality andwomen’s empowerment.Gender construction is socialization processesthat start from birth through which gender isconstructed.Gender socialization is the process by whichsociety’s roles, values and norms, including thosepertaining to gender, are taught and learned.It is a lifelong changing process and often anunconscious process where expectations arereinforced with rewards and punishments (forexample, boys or girls may receive negativesanctions for not following ‘gender-appropriatebehaviour’).Selected education conceptsEducation refers to the process of facilitatinglearning, or the acquisition of knowledge, skills,values, beliefs and habits. Education frequentlytakes place under the guidance of educators, butlearners may also educate themselves. Educationcan take place in formal or informal settings andany experience that has a formative effect on theway one thinks, feels or acts may be considerededucational.Pedagogy generally refers to the art andprofession of teaching. It stands for how ateacher delivers a lesson, the methodology oneuses as a teacher, and the style of teaching ateacher chooses. Educational methods includestorytelling, discussion, lecturing, training, anddirected research.Curriculum is the set of courses and their contentsoffered by an institution such as a school oruniversity. In some cases, a curriculum may bepartially or entirely determined by an externalbody (such as the Rwanda Education Board inRwandan schools).H

responsive pedagogy into the learning process, which includes: lesson planning, teaching, managing classroom activities and performance evaluation. It is also incumbent upon the school leadership to create an enabling school environment that is gender responsive. The package comprises of five sections. Section one is covering the introduction and